1. Learning objective and success criteria.
Welcome
Learning objective and success criteria.

2. Objective-led learning.
Lessons should be objective-led. they should not be activity-driven.
What does this mean? it means that it is essential that you first decide the learning objective you want learners to achieve, and then choose activities that help them achieve it. you should never start from an activity you would like your learners to do, and then think of which learning objectives that activity achieves.
The learning objectives also determine what will be tested in the assessment.
It is important that all teaching and learning is objective-led.

3. Learning goals focuses on the curriculum expectations; identifying and sharing with your students at the beginning of the learning what they will be expected to know.. 
You can do this by focusing on one curriculum expectation and getting the students to determine what it actually means and turn it into language that they can understand. 
As a class you can define, change, or delete words so that it makes sense to them. We can share these learning goals orally, visually or in writing.
After you create the student created or students worded learning goals, you write them on the board that states “by the end of this class/unit/week I will —>insert learning goal here <—.
Lesson objective: We are learning to

4. Success criteria
The students brainstorm in groups or as a class what they will need to do to be successful for the learning goal.
The success criteria can also be known as look-fors and has to be explicit and transparent.
Success criteria needs to be co-created by the teacher and the class. The steps for this are:
Step 1: Brainstorm the criteria, ask: what does this look like when we do this well” or “how do we know when we have learned how to ______”)
Step 2: Sort and categorize the criteria,
Step 3: Make a post a t-chart/checklist/template/rubric.
Step 4: Add, revise, and refine.

5. Why Success criteria?
We believe that sharing success criteria with learners is a very important part of a lesson.
Learning objectives tell learners what they should know, understand and be able to do.
Success criteria help you and your learners know when a learning objective has been achieved.
By having clear success criteria, learners are engaged in their learning because they know what is expected.
They have clear goals and can push themselves to achieve the learning objectives. 
Learning objectives and success criteria may be limited to one lesson or be spread over a series of lessons. There may also be several success criteria for one learning objective.

6. Example of learning goal and success criteria:
The learning objective 6dh1 solve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams. ( extract from Cambridge Primary Maths Curr.)
Success criteria for one lesson: to solve this problem, I first need to enter the data in a table, then draw a graph. 
Success criteria for another lesson: to solve this problem, i need to decide whether to represent the data in a graph, chart or diagram.
Success criteria across for a number of lessons: to solve any problem of this type, I need to read the question, underline the most important information, represent the data in the using the most appropriate data organiser, solve the problem and check my answer.

7. Let’s try this:
Suggest success criteria for these learning objectives: Group A: The learning objective 2ml1 estimate, measure and compare lengths, weights and capacities, choosing and using suitable uniform non-standard and standard units and appropriate measuring instruments. Group B : The learning objective 5gs6 understand and use angle measure in degrees; measure angles to the nearest 5°; identify, describe and estimate the size of angles and classify them as acute, right or obtuse.

8. Possible success criteria for the activities:
Group A: Success criteria for one lesson: When I measure the length of a line I put the 0cm on the ruler at the end of the line to be measured, I make sure the ruler is straight and I look at the number on the ruler where the line ends.
Success criteria for another lesson: When I look at different lengths of lines I can guess (estimate) if they are about 2cm long, 5cm long or 10cm long.
GROUP B: Success criteria for one lesson: I can explain the difference between acute, right and obtuse angles. 
Success criteria for another lesson:  I can measure an angle using a protractor by reading the correct number of degrees.
Success criteria for another lesson: I can look at different angles and say if they are acute, right or obtuse angles without measuring them.

9. Learning Goal: _______________________________
A great way to see how the students are doing with the learning goal and/or their personal goals is to ask them to self reflect as an exit ticket. 
Ask them: “how are you progressing on the learning goal? How do you know?” This way we can quickly see how They students are doing and what needs re-teaching or who needs extra help.
EXIT CARD
Learning Goal: _______________________________
Today I learned……./ Today I learned more about………/Today I improved on…
Some of the steps that I took to get there………..
Some evidence that I am meeting the learning goal is……..
I need to learn more about……..

10. Any question ?

11. THANK YOU 